对不同年级、不同英语水平的学生的研究发现，初中学生的英语成绩归因存在着

对不同年级、不同英语水平的学生的研究发现，初中学生的英语成绩归因存在着年级差异。初中一年级比初中二，三年级更倾向于努力。初中二，三年级的大部分学生认为：外部因素与英语学习成绩的好坏有关（闫江涛，乔华林 2001）。秦晓晴（2002）对非英语专业二年级的 8 名学生进行了研究，结果显示：无论高分组还是低分组，都认为成绩好坏与学习环境有很大关系；高分组同学认为学习成绩与课堂教学息息相关，而低分组同学则认为没有太大关系；在努力归因上，高分组和低分组意见基本一致。张庆宗（2002）以英语专业三年级的 89 名本科生为调查对象，进行了研究。其中英语学习成功者倾向于将成功归因于努力和能力，或者是两者之和，而大部分英语学习不成功者将英语学习的不成功归因于能力。

結果 (英文) 1:

Study on different grades and different levels of English students found, junior middle school student's English grade differences attribution. Junior high school first-year junior high school second, and third grade are more likely to work. Two junior high school, third grade most students think: external factors related to English learning is good or bad (yanjiangtao, Qiao Hualin 2001). Qin Xiaoqing (2002) on non-English Professional II grade of 8 name students for has research, results displayed: regardless of high Group also is low group, are think results bad and learning environment has is big relationship; high group students think learning results and class teaching is closely related to, and low group students is think no too big relationship; in efforts return for Shang, high group and low Group views basic consistent. Zhang Qingzong (2002) to English majors grade 89 undergraduate survey, were studied. Learners of English tend to be attributed their success to hard work and the ability, or both and, and most English English winner not be unsuccessful due to capacity.

結果 (英文) 2:

Different grades, different levels of English study found that junior high school students' English scores attributed to the existence of grades. Year junior high school prefer to work harder than junior high school sophomores and juniors. Most junior high school second and third year students think: External Factors and English achievement is good or bad about (Yan Jiang Tao, Qiaohua Lin 2001). Qin Xiaoqing (2002) on non-English major sophomore eight students were studied, the results showed: both high and low packet or packets, all that good or bad results and learning environment have a great relationship; grouping students that high grades and classroom teaching is closely related to low grouping students is considered not so much; attribution efforts in the high group and low group general accord. Zhang Qingzong (2002) in English professional third grade 89 undergraduate students for the survey, were studied. Learning English in which the winners tend to attribute success to effort and ability, or the sum of the two, and most of the winners will not learn English learning English is not successful due to the capacity.

結果 (英文) 3:

The study of students with different grades and different English levels shows that there exists grade difference in English achievement attribution of junior high school students. Junior high school than junior high school two, grade three is more inclined to efforts. Most of the students in the third grade of junior middle school two, think: external factors and English learning achievement related (Yan Jiang Tao, Joe, 2001). Qin Xiaoqing (2002) and 8 students of non English Majors in the second grade were studied. The results showed that both high score and low score group, that has a great relationship with the learning environment; high achievers that learning and teaching are closely related, while the low score students think that not too much; in the effort attribution on the high and low grouping basic agreement. Zhang Qingzong (2002) took the English Majors of grade three as the subjects of the study, and conducted a study of 89 undergraduates. Successful English learners tend to attribute success to effort and ability, or both, while most unsuccessful English learners attribute their unsuccessful English learning to competence.